Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
This course will focus on the instructional skills & strategies needed to conduct safe and supportive physical education. Students will be introduced to a range of classroom and behaviour management ideas and strategies, and apply this learning during a 1 week full-time professional experience in primary schools.
* To undertake this course, a student must fulfil a number of requirements.
Please refer toﾠPrepare for your Health, Sport and Physical Education placement - Faculty of Health and Behavioural Sciences - University of Queensland (uq.edu.au)ﾠfor further information.
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The content for this course will focus on the instructional skills and strategies for health and physical education. In this semester, these skills and strategies will be practiced in primary schools.
The following themes will form the focus for some broader issues in quality teaching:
Managing Challenging Behaviour: This series will explore ideas and teaching strategies to establish and maintain safe and learning-focused classrooms including how to manage challenging, off-task behaviour.
Inclusive & Differentiated Classrooms: This series will explore ideas and teaching strategies to create inclusive and differentiated classrooms for all students including those with disabilities, gifted and talented, or Aboriginal and Torres Strait Islander backgrounds.
Additionally, direct teaching methods will be investigated through participation in the following professional experience*:
- Introduction Professional Experience (primary school; full-time, 17ﾠ- 21ﾠJuly 2024)
- UniPE Primary (throughout semester 2)
Course requirements
Assumed background
This course focuses on (a) Managing Challenging Behaviour and (b) Inclusive and Differentiated Classrooms. The work explored in EDUC2004 uses practical settings of a primary school.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
[EDUC2003 or EDUC2005] + [EDUC2012 or EDUC3008]
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3004
Restrictions
BHSPE; BHSPE(Hon) students; or with permission by HMNS Head of School
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Professional Experience for EDUC2004 is:
Introduction Professional Experience: All students will undertake a 1 week full-time primary school professional experience, 17ﾠ- 21ﾠJuly 2024. (NB: This prac begins in uni holidays.)
UniPE Primary: All students will undertake primary school professional experience which will occur Friday mornings, 18ﾠAug - 20ﾠOct 2024. (NB: No teaching on school and uni holidays.)
Full course details including lectures, tutorials and learning tasks are available on the Blackboard site that supports this course.
Aims and outcomes
The content for this course will focus on the instructional skills and strategies for health and physical education. In this semester, these skills and strategies will be practiced in primary schools.
The following themes will form the focus for some broader issues in quality teaching: ﾠ Managing Challenging Behaviour: This series will explore ideas and teaching strategies to establish and maintain safe and learning-focused classrooms including how to manage challenging, off-task behaviour. ﾠ Inclusive & Differentiated Classrooms: This series will explore ideas and teaching strategies to create inclusive and differentiated classrooms for all students including those with disabilities, gifted and talented, or Aboriginal and Torres Strait Islander backgrounds. Guest speakers will include practicing teachers who work directly in these programs. ﾠ Additionally, direct teaching methods will be investigated through participation in the following professional experience*:- Introduction Professional Experience (primary school; full-time, 18ﾠ- 22ﾠJuly 2022)
- UniPE Primary (throughout semester 2)
Through these themes and professional experience, students will complete this course with the capacity to:
- Design, implement and reflect on a range of learning experiences for individuals and groups.
- Develop skills in teaching a range of direct teaching styles.
- Understand and value the diverse needs of learners.
- Demonstrate skills in analysing, synthesising and evaluating movement and performance.
- Develop classroom management techniques to create a safe and supportive learning environment.
- Demonstrate personal communication skills to teach movement.
- Understand and model the professional
Learning outcomes
After successfully completing this course you should be able to:
LO1.
APST 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
LO2.
APST 1.2 How students learn and implications for teaching
LO3.
APST 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
LO4.
APST 1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
LO5.
APST 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
LO6.
APST 2.2 Organise content into an effective learning and teaching sequence.
LO7.
APST 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages
LO8.
APST 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics
LO9.
APST 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
LO10.
APST 3.3 Include a range of teaching strategies
LO11.
APST 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
LO12.
APST 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities
LO13.
APST 4.2 Demonstrate the capacity to organise classroom activities & provide clear directions
LO14.
APST 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
LO15.
APST 4.4 Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements
LO16.
APST 6.3 Seek & apply constructive feedback from supervisors & teachers to improve teaching practices.
LO17.
APST 6.4 Demonstrate an understanding of the continued professional learning and the implications for improved student learning.
LO18.
APST 7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
LO19.
APST 7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Placement, Reflection |
Planning & Teaching Part A: Planning Adjustments
|
25% |
7/08/2024 - 9/10/2024
Weekly submissions are due Wednesdays by 5pm from Week 4 until Week 12. |
| Creative Production/ Exhibition |
Strategies for managing challenging behaviour
|
35% |
28/08/2024 5:00 pm |
| Presentation |
Planning & Teaching Part B: Teaching Showcase
|
40% |
18/10/2024
On this date, each student will be scheduled for a 30-minute presentation and conversation with their Facilitator. |
| Placement |
Teaching & Professionalism
|
pass / fail |
17/07/2024 - 18/10/2024
ongoing |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Planning & Teaching Part A: Planning Adjustments
- Identity Verified
- Mode
- Written
- Category
- Placement, Reflection
- Weight
- 25%
- Due date
7/08/2024 - 9/10/2024
Weekly submissions are due Wednesdays by 5pm from Week 4 until Week 12.
- Other conditions
- Work integrated learning.
Task description
Adjust your weekly planning for UniPE Primary in response to evidence and feedback from supervisors and critical friends.
Full task details are available in Blackboard.
Submission guidelines
Email to your Facilitator.
Deferral or extension
You may be able to apply for an extension.
Late submission
5% of total mark is awarded when all lesson plans are complete and submitted on time.
Strategies for managing challenging behaviour
- Identity Verified
- Team or group-based
- Mode
- Oral
- Category
- Creative Production/ Exhibition
- Weight
- 35%
- Due date
28/08/2024 5:00 pm
- Learning outcomes
- L10, L14
Task description
In small groups, produce a 10-minute podcast to examine an authentic story of challenging behaviour to analyse the strategies that teachers use to establish and maintain a safe and supportive learning environment.
Submission guidelines
One person from each group will upload your podcast to Blackboard.
Full details are in Blackboard.
Deferral or extension
You may be able to apply for an extension.
You can request an extension on behalf of your group for a group assessment item, provided that at least 50% of your group members also agree to the request for an extension.
Download and complete the form below, and attach this form to your extension request:
Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Planning & Teaching Part B: Teaching Showcase
- Identity Verified
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- 40%
- Due date
18/10/2024
On this date, each student will be scheduled for a 30-minute presentation and conversation with their Facilitator.
Task description
Showcase how your planning and teaching led to productive learning opportunities for your students. You will provide a narrative from your UniPE Primary Professional Experience and support this primary evidence and academic literature. Full task details are available in Blackboard.
In the event of disruption to the Showcase or prior data collection during UniPE, this assessment may be changed and/or the timing may be impacted.
This assessment will be recorded in line with UQ policy.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Teaching & Professionalism
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- pass / fail
- Due date
17/07/2024 - 18/10/2024
ongoing
Task description
EDUC2004 Teaching Professional Experience includes Introduction Primary Professional Experience and UniPE Primary.
In order to receive a Pass grade for these professional experiences, you must:
a. complete Codes of Conduct and Student Protection Training relevant to your professional experience school sector;
b. be able to satisfy your Professional Experience supervisor that there is evidence of satisfactory achievement in your teaching performance; and
c. adopt the highest professional standards regarding personal presentation, interactions with school staff and students, attendance, punctuality and preparation.
An inability to meet these requirements will result in an automatic failure for these professional experience despite achievement in other criteria.
Full task details are available in Blackboard.
Hurdle requirements
This is a 'must pass' task. Failing this aspect of EDUC2004 will result in a grade of 3, even if you receive more than 50% in your graded assessment items.Submission guidelines
Annual certificate of sector-based Code of Conduct/Student Protection Training must be submitted to Blackboard before UniPE Primary begins.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: 0 - 24% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: 25 - 44% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A grade of 3 will be awarded to a student who either achieves a cumulative percentage for all graded assessment of 50% or higher but who does not pass the 'must pass' assessment item identified in the assessment summary, or who achieves a cumulative percentage for all graded assessment of 45% - 49%. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: 50 - 64% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: 65 - 74% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: 75 - 84% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: 85 - 100% of total marks and obtains a passing mark for the 'must pass' assessment item identified in the assessment summary. |
Additional course grading information
This course contains 'must pass' assessment tasks, specifically Teaching and Professionalism.
Students must pass this assessment item to pass the course overall,ﾠi.e. even if your final percentage mark is 50% or higher, if the individual ‘must pass’ assessment item is not passed, a student cannot achieve a grade higher than a 3.
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90%, and 89.49% will be rounded down to 89%.
Attendance and participation
As this course is directly related to your professional training, full attendance and active engagement is expected at all times (unexplained absence, late arrival or early departure is not acceptable). Rolls will be maintained for every session. All absences and non-participation will require supporting documentation and additional tasks may be allocated in lieu of missed learning experiences. Assessment tasks are based on information provided during class. This information may not be available on the web.
Alternative assessment in the event of a disruption
In the event of a disruption during the semester that prevents the scheduled assessment from occurring as planned, the assessment will be changed to an alternative form of assessment.ﾠThe timing of the assessment may also be impacted.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Attendance at Professional Experience placements
EDUC2004 students must complete the required number of Professional Experience sessions in order to meet the requirements of teacher registration as specified by the QCT. Students must make up any missed sessions.
Students who will be absent from a scheduled professional experience for any reason need to do the following:
- Notify their School, EDUC2004 Course Coordinator, tutor and/or student partner as early as possible.
- Complete the School of Human Movement and Nutrition Sciences - absentee form available from the HMNS website and submit it via email to the Course Coordinator no later than five (5) calendar days after the date the original class was held. Absences that are not explained with evidence within the required timeframe will be treated as non-attendance without a valid reason.
- Make arrangement for a make-up session. This is a requirement to pass the course.
Only two conditions will be accepted for absences from Professional Experience:
- Medical. In these cases, the absentee form student must be accompanied by a medical certificate signed by a medical practitioner, registered pharmacist, or registered nurse no later than two (2) calendar days after the missed class and stating that the student was unfit to attend on the relevant day. Students are required to confirm, by signing the School of Human Movement and Nutrition Sciences - absentee form, that the medical practitioner is NOT a near relative or close associate (Examples of near relatives are partner, child, brother, sister, or parent. Examples of close associates are close friend, neighbours, and partners or children of colleagues).
- Legitimate, non-medical events (e.g., bereavement, private matters). In these cases, the absentee form must be accompanied by a signed document (Statutory Declaration) detailing the grounds for the application supported by any corroborating information. As a Statutory Declaration is a legally binding document, there can be serious consequences and/or penalties at law for anybody who knowingly makes false or dishonest statements.
Reasonable concerns for a student’s ability to successfully engage in Professional Experience will be dealt with under UQ Fitness to Practise policy
Use of AI: Complex / authentic assessment using AI to support learning
This task has been designed to be challenging, authentic and complex. ﾠWhilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Recording of Assessment:
As per Section 7 of Assessment Procedures.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Beyond the above listedﾠspecific learning resources, students are expected to draw on experiences and resources from other courses as well as independantly seek teaching resources. Also, check Blackboard for links to helpful resources.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (15 Jul - 21 Jul) |
Placement |
Introduction Primary Prac 1-week fulltime in a primary school working with an HPE teacher and in the classroom. |
Multiple weeks From Week 2 To Week 12 |
Placement |
Lesson Planning & Preparation for UniPE Primary Practical weekly workshops to develop and practice activity ideas for Friday's UniPE Primary prac. |
Week 2 (22 Jul - 28 Jul) |
Lecture |
Teacher Presence Unpacking the mystery of teacher presence and how it impacts on behaviour management. |
Week 3 (29 Jul - 04 Aug) |
Lecture |
Managing Challenging Behaviour Understanding the basics of behaviour management. |
Multiple weeks From Week 4 To Week 12 |
Placement |
Reflective workshop following UniPE Primary Weekly workshops following primary school HPE professional experience for all students. Reviewing and reflecting on pre-service teaching experiences, and connecting to lectures and literature. |
Placement |
UniPE Primary Weekly primary school HPE professional experience for all students on Fridays. Planning and implementing practical HPE lessons. |
|
Week 4 (05 Aug - 11 Aug) |
Lecture |
Essential Skills for Classroom Management Introducing the ESCM behaviour management framework. |
Week 6 (19 Aug - 25 Aug) |
Lecture |
Behaviour & ALT-PE Understanding how time on task impacts on behaviour management. |
Week 8 (02 Sep - 08 Sep) |
Lecture |
Crisis Management Understanding how to appropriately respond to challenging behaviour in a crisis situation. |
Lecture |
Emotional Intelligence & Difficult Conversations Understanding how your emotional intelligence impacts on your work with students, parents and colleagues. |
|
Week 10 (16 Sep - 22 Sep) |
Lecture |
Diverse Classrooms: Inclusion & Differentiation Introducing a range of strategies for differentiating your activities for children from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
Week 11 (30 Sep - 06 Oct) |
Lecture |
Diverse Classrooms: Gifted & Talented Introducing a range of strategies for differentiating your activities for children who are gifted and talented. |
Lecture |
Diverse Classrooms: Culturally Responsive Pedagogy Introducing a range of strategies for differentiating your activities for children with Indigenous backgrounds. |
|
Lecture |
Diverse Classrooms: Trauma Informed Pedagogies Introducing a range of strategies for working with children who have experienced trauma. |
|
Week 12 (07 Oct - 13 Oct) |
Workshop |
Preparation for Teaching Showcase assessment Considering your significant and evidenced planning and teaching decisions together to develop your Teaching Showcase. |
Week 13 (14 Oct - 20 Oct) |
Lecture |
Questioning & Feedback Focusing on the fundamentals of effective questioning and feedback for learning in practical learning environments. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Working with Children Policy
- Fitness to Practise Policy
- Work Integrated Learning and Work Experience Policy
- Student Travel Procedure
School guidelines
Your school has additional guidelines you'll need to follow for this course: